Redirecting physical education curriculum priorities at ECD Level: A leeway towards sustainable education in Mkoba, Zimbabwe.
DOI:
https://doi.org/10.64754/thedyke.v18i2.531Keywords:
Redirecting, Curriculum, Early Childhood Development (ECD), Physical Education (PE), Sustainable EducationAbstract
This study examines how Physical Education (PE) curriculum priorities can be reoriented at the Early Childhood Development (ECD) level to promote sustainable education in Mkoba Primary Schools, Gweru. Grounded in Bronfenbrenner’s Ecological Systems Theory, the study explores how environmental systems influence PE implementation within ECD contexts. An interpretivist paradigm guided the research, using a qualitative phenomenological design to capture participants’ lived experiences. Data were collected through questionnaires, semi-structured interviews, and focus group discussions. A purposive sample of 10 primary schools was selected, comprising 15 ECD teachers, 5 parents, and 20 learners (n=40). Findings indicate that the COVID-19 pandemic significantly disrupted PE delivery due to its practical nature. Although some learners accessed online platforms, the physical components of PE were largely inaccessible in virtual settings. The study further reveals that effective PE implementation at the ECD level supports holistic development, including improved cognitive focus, motor skill development, socio-emotional competence, physical health, and positive behavioural outcomes. These benefits position PE as a critical component of early childhood education. The study recommends a strategic shift from academically dominated approaches towards an integrative, development-oriented PE curriculum. Emphasis should be placed on motor skill development, talent identification, and the provision of adequate resources to support experiential learning. Such reorientation is essential for fostering sustainable education in Mkoba Primary Schools and offers broader implications for ECD policy and practice in similar contexts.
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